Week 5 Assignment, Part 4: Principal Internship Supervisor/Mentor Evaluation (PISE) and/or Educational Technology Leadership Internship Supervisor/Mentor Evaluation (ETLISE) (10 points)
Due Week 5
In Week 2, you were asked to submit a completed Principal Internship Site-Supervisor/Mentor Evaluation (PISE) and/or the Educational Technology Leadership Internship Supervisor Evaluation (ETLISE). The purpose was to obtain feedback regarding your current progress in meeting the standards in your internship program campus activities. The candidates in the Educational Administration program (at a minimum) were to review and address the competencies within the PISE. Those individuals in the Educational Technology Leadership degree (at a minimum) should have completed the ETLISE.

It was up to you to decide how best to complete the form(s) based upon where you are in your program and whether your site supervisor/mentor was available for dialogue and feedback. You may have met with your supervisor/mentor about the content in the document(s) or you may have felt it was more fitting to meet with a colleague or someone you have worked closely with during your internship to gain feedback regarding the Competencies and/or the Technology Facilitator Standards. Another option was to complete the form as a self-assessment. Whatever direction you elected to gain feedback, use the evaluation results as a tool to assess your current internship plan implementation status and to reflect upon your current growth in meeting the program’s standards.

Directions:  Reflect upon the results of your PISE and/or your ETLISE.
1) Share areas of strength and areas needing further study and practice.
2) How do you plan to continue to improve  your leadership skills?

Write a reflection in the space provided. Then upload the results of your PISE/ETLISE as an artifact into TK20 along with your reflection.

I met with my site supervisor, Lori May, director of Special Education (and principal certified), September 10th, to discuss my Principal Internship Supervisor Evaluation, which she had completed prior to our meeting date. In our meeting, strengths and areas of improvement were discussed and plans were made to ensure that all competencies would be addressed in detail before the end of the school year and the internship year. In our discussion, we both concluded that my area of greatest strength is Domain 1 – School Comnmunity Leadership. Overall, I rated exemplary in all but one of the competencies (Competency 1), which I received a proficient rating. The reasoning for the proficient rating versus exemplary is due, in my advisor’s and my opinion, to the fact of where I am located. Our high school struggles with shared vision, and both of us felt that I understood it, attempted to convey my understanding, but met with resistance, not necessarily because of my skill level, but the overall attitude of the school community. We discussed in length about the difficulty of one person changing the school community perception as it relates to a shared vision, but understood the importance of sticking with it, and always seeking to support that vision. In Domains 2 and 3, I received an overall rating of proficient in all competencies. The areas of greatest need to work on this year are competencies 8 and 9 in Domain 3 (budgeting and physical plant systems). I will continue to work closely with my site supervisor in both of these areas to move toward exemplary in these as well as the other competencies. We will be working together in implementing this year’s budget (I will go to some training sessions with her this year at our local region service center), and will meet with our plant systems supervisor three times this year to discuss and train with him (and my site supervisor), the nature of his work and how it affects my role as potential principal/administrator.

Week 5 Assignment, Part 5: Updated Professional Development Plan (20 points)
Due Week 5

Directions: 
1. Complete an updated Professional Development Plan and include the content at the end of this assignment document beneath the title for the assignment. Feel free to utilize as much space as needed.

2. Under each goal, include specific information (you may not have all the specifics now) about who will serve as mentor, books to read, training sessions to attend, committees to serve on, as well as simply a focus on a skill or knowledge area while at work.  Include the dates, or estimated timelines, you plan to work on each goal and anticipated completion date.  Also include an evaluative statement that will signal completion of goal.  For example, one goal could be to learn how to develop a master schedule.  Your evaluative statement would be that I have developed a workable master schedule. 

3. Upload an updated Professional Development Plan to TK20.

Week 5 Assignment, Part 6: Updated Position and Professional Goal Statements (15 points)
Due Week 5

Directions:  Complete updated position and professional goal statements by using the following information and writing your content in the workspace provided:

Career Position and Leadership Goals Statement (1/2 to 1 page minimum):   

•       Position Goal - Write a brief paragraph describing the career position(s) you would like to pursue.  Include positions that may lead to your ultimate career position.  For example, you may desire to move up by holding positions such as grade-level or department chair, site council member, assistant principal, principal, and ultimately, superintendent.  Include a brief rationale for why you believe it important to move through these positions. 

•       Leadership Goal – Write one or more paragraphs describing why you want to lead.  This goal addresses the purpose or motivation for leading versus obtaining a specific position.  You should consider the following in developing this:
      1. What do I hope to accomplish as a leader?
      2. What educational needs underlie my motivation to lead?
      3. What personal needs underlie my motivation to lead?
      4. How will my accomplishments prepare me to lead school improvement?

Use the workspace below to write your updated position and professional goal statements.
Then upload the content as an artifact in TK20.

Workspace for Position and Professional Goal Statements

Position Goal In preparing for my future as an administrator, I would like to complete my masters degree in Educational Administration. Upon completion, my plan is to enroll in our local region service center’s program for obtaining my certification as an Educational Diagnostician, and once completed, serve as an Educational Diagnostician in a public school district. After serving as an Educational Diagnostician, my goal is to become a Special Education Coordinator, then Special Education Director and/or Prinicipal. I feel my current career in the special education teaching career gives me an advantange in becoming an administrator. While my ultimate goal is to become a Special Education Director, I would like to serve as a principal, perhaps in an elementary school to begin with, then perhaps, in middle or high school. I believe that I am a natural leader, not a manager, and that I bring tremendous interpersonal skills that would serve me as an administrator. I know that great leaders do not know everything, nor should they. Great leaders surround themselves with great people in order to be a great team. My initial desire in obtaining this degree and seeking to move up the educational career ladder was the in the old saying, “Be the change you want to see in the world.” I decided that instead of sitting around complaining about how things are, I should seek a higher degree and seek to become the change I want to see. In pursuing this degree, I see how difficult the administrator’s job is, but I truly believe that I am up to the challenge. I consider myself to be a lifelong learner, and as such, will continue that into my administrative position. I am now considering at some point in the near future, pursuing my doctorate. I have loved the learning process that this degree plan has offered me, and, as a lifelong learner, want to pursue even more. Maybe, at a later time, I will seek a position as a superintendent. I know that whatever challenge I pursue, my desire, my experience, my dedication, and my passion for education will provide students in the future with greater outcomes.

 

Week 5 Assignment, Part 7: Updated Internship Plan (20 points)
Due Week 5

Week 5 Assignment, Part 7: Updated Internship Plan (20 points)
Due Week 5

Directions: Complete an updated Internship Plan. Place a copy of the updated plan at the end of this assignment document. Then place an updated Internship Plan as an artifact in TK20.

 

Add the specified Week 5 assignment documents in this area. Be sure you save a copy of each as you will need the content for your last course.

I.              Part 3: Updated Vitae

Gina Garner Lunsford

2806 Ashley Lane Anna, TX 75409

(W) (903) 464-7140; (H) (972) 679-3415

EDUCATION/CERTIFICATION

B.B.S.                                                     Public Communications, Hardin-Simmons University,

Abilene, TX 1991

Currently working toward a Masters in Education Administration (4.0 GPA) with Lamar University (15 hours completed)

Teaching Certificate                         Generic Special Education, PreK-12 Region XIV ESC Alternative Certification

Texas 1995

ADMINISTRATIVE AND LEADERSHIP EXPERIENCE

Special Education High School Department Coordinator/Transition Supervisor/Vocational Adjustment Coordinator, Denison High School, Denison, TX, 2010-present

• Supervised and coordinated high school special education program, including 2 resource classrooms, 4 inclusion specialists, 1 emotional adjustment classroom, and 2 life skills classrooms; and staff of including 9 professional staff and 12 paraprofessional staff
• Supervised the transition program for Indicators 13 and 14; wrote transition plans for all high school special education students; trained 2 professional staff to become transition specialists for low incidence population and emotionally disturbed population.
• Conducted monthly department meetings
• Attended High School Department Chair  meetings
• Attended relevant School District and professional meetings
• Assisted department teachers in the handling of the day-to-day activities and instructional issues
• Acted as a resource specialist for teachers
• Coordinated in-service programs for personnel, i.e., Auditory Impairment Training and Emergency/Fire Evacuation Training for students in wheelchairs
• Reviewed PLAAFPS, IEP’s, and other special education ARD paperwork
• Established process of reviewing progress reports
• Problem solved with parents and teachers to maintain good relationships and prevent misunderstandings
• Attended Annual, Brief, and MD ARDs when requested
• Worked as a liaison between general education teachers, students and/or parents
• Served as a PEP (personal education plan) advisor for 8^th graders preparing for entrance into high school
• Served as advisor for Student Success Fair for At Risk high school students
• Tracked /monitored teacher and paraprofessional staff absences at high school
• Made informal classroom observations
• Monitored special education program on campus and reported to Special Education Director
• Created Special Education Tracking Lists
• Acted as TAKS/STAAR coordinator for Special Education
• Administered TAKS M and STAAR M assessments
• Served as Administrative Liaison at Special Olympics practices/meets

 

 

PROFESSIONAL EXPERIENCE

Transition Specialist/Instructor

Transition Services, McKinney ISD                                                                                 

 McKinney, Texas, 2006-2009

• Worked with Life Skills Teachers, Functional Academic Teachers and Structured Teach Teachers to more fully incorporate the self-contained post-secondary student population in the restructuring of the MISD Transition Services
• Collaborated daily with Transition Team Members to provide an all-encompassing post-secondary Transition Model (employment, independent living skills, social skills and recreation/leisure skills) to facilitate appropriate transition for students ages 18-22
• Developed on-going relationships with community
• Made initial local employer contacts
• Provided follow-up services with local employers to be aware of local job market
• Assisted with resolution of job-related issues
• Maintained regular communication with employers/supervisors (on-site visits/phone calls/email)
• Assessed and evaluated student job performance
• Developed,  monitored and evaluated student vocational goals
• Facilitated the learning of job-search, job-securing and job-maintaining skills
• Assisted with clarification of student career options
• Assisted with job leads, job applications, job interviews, resume writing and developing long-range career goals
• Assisted with self-advocacy/self-determination skills
• Managed daily schedule and the choosing of activities to fill that schedule
• Provided opportunities for students to develop meaningful social support networks and support groups for social outlets

Next Step Transition Services Coordinator,

McKinney ISD, McKinney, TX,  2005-2006

• Worked with post-secondary transition students from McKinney High School and McKinney North High School to foster maximum level of independence after completion of high school credits
• Designed services to fully incorporate the transition model of employment, independent living, social skills, community based instruction and recreation/leisure skills, based on student preferences, needs and interests
• Developed on-going relationships with community
• Made initial local employer contacts
• Provided follow-up services with local employers to be aware of local job market
• Assisted with resolution of job-related issues
• Maintained regular communication with employers/supervisors (on-site visits/phone calls/email)
• Assessed and evaluated student job performance
• Developed, monitored and evaluated student vocational goals
• Facilitated the learning of job-search, job-securing and job-maintaining skills
• Assisted with clarification of student career options
• Assisted with job leads, job applications, job interviews, resume writing and developing long-range career goals
• Assisted with self-advocacy/self-determination skills
• Managed daily schedule and the choosing of activities to fill that schedule
• Provide opportunities for students to develop meaningful social support networks and support groups for social outlets

High School Functional Academics Teacher,

Centennial High School, Frisco ISD, Frisco, Texas, 2004-2005

• Taught Functional Academic core subjects (English, Math, Social Studies, Science) in the high school setting
• Supervised Content Mastery Center during last period of each day
• Collaborated with Life Skills Teacher and VAC teacher to begin process of developing a post-secondary transition program for Frisco ISD
• Developed and administered Locally Developed Alternative Assessments for Social Studies and Science curriculum (LDAA – alternative to TAKS)
• Reviewed and administered State Developed Alternative Assessment for English (Reading/Writing) and Mathematics (SDAA – alternative to TAKS)
• Managed a working caseload of 16 special education students at Centennial High School (monitored progress in each class – regular and special education; developed ARD paperwork; developed transition plans; developed graduation plans; determined TAKS/SDAA/LDAA testing levels; collaborated with regular education teachers for caseload students in their classes for adequate progress; collaborated with special education teachers to acquire additional knowledge and expertise in Special Education policies, procedures, practices and laws)

Co-Instructor/Transition Specialist

Collin County Special Education Cooperative                              

Bridges Program @ Collin County Community College,

McKinney, Texas, 2001-2004

·         Developed, implemented, and organized Bridges, a post-secondary transition program for special education high school graduates at the community college

• Taught vocational, social, recreation/leisure, and independent living skills to special needs students attaining adulthood
• Administered vocational and career assessments
• Collaborated with outside service providers such as Life Paths, Texas Rehabilitation Commission, Texas Workforce Commission, and Community Options to help foster maximum levels for individual independence with adult special needs students
• Coordinated vocational job sites in the community
• Taught core subjects (English, Math, Science, Social Studies) in a vocational setting
• Conducted ARD and ITP meetings for Bridges students
• Collaborated on staff schedules, job coach evaluations, weekly staff meetings

VAC/Transition Specialist

Collin County Special Education Cooperative

Wylie, Texas, 2000-2001

• Collaborated with 3 participating CCSEC districts to provide transition and VAC services for high school special needs students
• Administered vocational and career assessments
• Coordinated vocational job sites in the community
• Conducted Individual Transition Planning meetings for high school special needs students collaborating with outside agencies, colleges and community
• Taught Extended School Year for elementary and middle school autistic students

Career and Technology Teacher

Coleman High School

Midland ISD, 1999-2000

• Collaborated with other Career and Technology Teachers for job acquisition in the community
• Taught Marketing Education, BCIS I and BCIS II courses on an alternative placement high school
• Assisted students with employment goals, skills and securing employment
• Served on the DEC follow up team
• Served as vocational education teacher (regular education) in special education ARD meetings

High School Community Based Vocational Teacher                                                        

Taylor Callahan Education Cooperative, Abilene, TX, 1995-1999

• Taught core subjects (English, Math, Science, Social Studies) in a vocational setting to special needs high school students
• Administered vocational and career assessments
• Collaborated with outside service providers such as MHMR and Texas Rehabilitation Commission
• Coordinated vocational job sites in the community
• Participated in ARD and ITP meetings for students
• Collaborated with 3 participating districts for the CBV program (Baird High School, Clyde High School, Eula High School)
• Coordinated the VAC program for two of the districts (Baird High School, Eula High School)

High School/Middle School Self-Contained/Life Skills Teacher

Baird High School/Middle School, 1994-1995

• Taught core subjects (English, Math, Science, Social Studies) to special needs middle school students
• Administered vocational assessments
• Participated in ARD meetings
• Coordinated class “Free Enterprise” project to help students earn money for class outings
• Coordinated pre-employability sites on campus such as other teachers classrooms, school office, library and athletic department
• Served as One-Act play director

Other Related Experience

• Over 400 hours of workshop and conferences relating to vocational and transition education
• Crisis Intervention Prevention Certified, 2002-present
• Trained in Herrmann Reading Method, 2004

Presentations and Mentoring

• Developed and presented vocation/transition workshops at:
• TAVAC conference in Irving, Texas
• Vocational Education for Special Populations Statewide Conference, College Station, Texas
• Paraprofessionals Training/Workshop, Denison ISD, Summer2004
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2005
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2006
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2007
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2008
• Paraprofessionals Training/Workshop, Denison ISD, Summer 2009
• Paraprofessionals and Teacher Training/Workshop, Denison ISD, Summer 2010
• Paraprofessionals and Teacher Training/Workshop, Denison ISD, Summer 2011
• ARC of Dallas, Parent Workshop – Transition/Person Centered Planning, October 2007/February 2008

·         Collaborated with Life Skills, Functional Academics and Structured Teach programs to develop new Post-Secondary Transition Model currently being implemented in McKinney ISD

·         Presentation of Action Research Project on “Linking General Education to Special Education” during 2012-2013 school year

2. Part 5: Updated Professional Development Plan

Professional Development Plan

Activity                      Mentor                       Summary                                           Timeline Special Ed Directors  Lori May         Attend monthly special education      May 2013 Meetings                                            directors meetings at Region 10

Evaluative Statement: At the end of the 2012/2013 school year, intern will have completed 9 professional development sessions for Special Education Directors.

Elementary Admin    Regine Prigge  spend one day a month at local          May 2013 for a day                                            elementary shadowing principal

Evaluative Statement: At the end of the 2012/2013 school year, intern will have shadowed elementary principal oen day a month to observe and learn elementary procedures as an administrator and will reflect with site supervisor on the differences between elementary and secondary administrative duties.

Principals PLC           Lori May         attend weekly principals PLC             May 2013 Meeting                                              meetings at administration

Evaluative Statement: Intern will participate with site supervisor in monthly principal PLC meetings during the 2012/2013 school year. At the end of 9 months, intern will have met with each district principal and gathered information on their leadership styles and strategies and will have a resource manual for personal use.

3. Part 7: Updated Internship Plan

Activity	SBEC Competency Leadership Skill #	Activity Summary	Resource Person	Expected Date of Completion (18mos)
Analyze school’s vision/mission statement	SBEC Domain  Competency 01 Leadership Skill #1-Vision/Mission	Analyze school’s vision/mission statement as it relates to school’s master schedule; determine if the vision statement is reflected in the reality of the master schedule	Principal	May 2013 completed
Review district/school’s strategic plan	SBEC Domain Competency 01 #2 – Strategic Plan	Review the strategic plan for district/school. Note the personnel involved in the plan’s development, implementation, and evaluation. Investigate support and concerns from the various parties involved.	Principal	May 2013 completed
Review current requirements for NCLB	SBEC Domain Competency 01 #3 – Data Collection & Analysis	Review district’s collection procedure and data collected; interview persons directly involved; analyze data and the perspectives from each party involved.	Principal, Curriculum Director, Sped Director	May 2013 completed
Assist in leading Faculty Meeting	SBEC Domain Competency 01 Leadership Skill #4 – Effective Communication	Assist in conducting a faculty meeting or staff development session; random sample participants on strengths and areas of improvement	Principal; Sped Director	May 2013 completed
Issue Resolution	SBEC Domain Competency 01 #5 – Negotiating/Consensus Building	Choose a current issue in the district/school. Use steps for issue resolution with a small group of concerned parties; reach consensus for a plan to resolve the issue and/or critique on areas where resolution failed.	Principal, Sped Director	May 2013
Collaborative Decision Making	SBEC Domain Competency 01 #6 – Collaborative Decision Making	Lead a group and practice each of the group leadership tasks (outlining goals, problem definition, seeking information, providing information, clarifying/elaborating, challenging viewpoints, diagnosing progress, and summarizing); have group members complete an evaluation of my performance.	Principal, Sped Director	May 2013
Analyzing Curriculum	SBEC Domain Competency 02 #7 – Analyzing the Curriculum	Interview the persons involved in the implementation of a district /school curriculum; describe the implementation process, and note successes and concerns/ problems with its implementation.	Curriculum Director, Principal, Sped Director	May 2013 completed
School/Program Scheduling	SBEC Domain Competency 02 #8 – School/Program Scheduling	Participate in the process of student class scheduling	Counselors, Principal, Administrative Asst.	May 2013 completed
Supervision of Instruction/Instructional Strategies	SBEC Domain Competency 02 #9 – Supervision of Instruction/Instructional Strategies	Observe one instructional assistant. Note duties, time, and expertise in academic assistance to the students	Classroom teacher, Principal, Instructional Asst., Sped Director	May 2013 completed
Learning/Motivation Strategies	SBEC Domain Competency 02 #10 – Learning/Motiva tion Theory	Review methods used to encourage student motivation in the classroom. Read two articles from refereed journals on motivation strategies, and discuss readings with selected administrators and faculty	Principals, Sped Director, Counselors, Teachers	May 2013 completed
Learning Technology	SBEC Domain Competency 02 #11 – Learning Technology	Use several different search engines for finding Internet information on a particular topic. Compare the results of the searches, an make recommendations for the best use for students and subject area	Intern, Director of Technology	May 2013 completed
Evaluation of Student Achievement/Testing and Measurements	SBEC Domain Competency 02 #12 – Evaluation of Student Achievement/Testing Measurement	Gather and analyze the district/school, state, and national normed test results. Assess the current strengths and weaknesses in student achievement. Make recommendations for improvement in student performance on standardized tests.	Principal, Director of Testing, Sped Director	May 2013 completed
Supervision of Cocurricular Education	SBEC Domain Competency 02 #13 – Supervision of Cocurricular Education	Work collaboratively with one teacher in the planning and supervising of a cocurricular activity. Critique the learning experience using the indicators	Principal, Curriculum Coordinators	May 2013
Staff Development/Adult Learning	SBEC Domain Competency 02 #14 – Staff Development/Adult Learning	Collaborate with an experienced staff developer in one staff development activity (include planning, implementing, instructing, and evaluating).	Director of Staff Development, Sped Director, Principal	May 2013 completed
Change Process	SBEC Domain Competency 02 #15 – Change Process	Meet with current leader involved in implementing a district/school change. Find out why the change was made and what steps were taken to make the change. Following this meeting, survey several people affected by the change to assess the support or nonsupport for the change.	Principal, Sped Director	May 2013
Student Discipline	SBEC Domain Competency 02 #16 – Student Discipline	With permission of the administration, participate in a conference dealing with student discipline. Critique the session with regard to consequences imposed and the need for additional assistance with improving social skills.	Principal, Sped Director	May 2013 completed
Student Services	SBEC Domain Competency 02 #17 – Student Services	Participate in a career or educational program session with a counselor and a student.	Student Counselor	May 2013 completed
General Office Administration/Technology	SBEC Domain Competency 03 #18 – General Office Administration/Technology	Review the job descriptions and evaluation forms for the key office personnel at the district/school. Following this review, meet with these persons (individually or as a group) to discuss their major duties, concerns, and recommendations for the actual work required and its relation to the job description and evaluation form	Principal, Office Personnel	May 2013 completed
School Operations/Policies	SBEC Domain Competency 03 #19 – School Operations/Policies	Meet with the district/school attendance officer. Discuss the rules, procedures, and ramifications of attendance on law, finance, and general school/district operations.	School Attendance Officer, Principal	May 2013 completed
Facility and Maintenance Administration/Safety and Security	SBEC Domain Competency 03 #20 – Facility and Maintenance Administration/Safety and Security	Meet with the director of maintenance and/or head custodian to review job responsibilities and schedules of staff. Shadow/observe one custodian and/or maintenance person for a period of time (include needs, concerns, and overall assessment of work performed).	Director of Maintenance, Principal, Custodian	May 2013
Student Transportation	SBEC Domain Competency 03 #21 – Student Transportation	With permission of the director, observe one bus driver during either a morning or afternoon bus route.	Director of Transportation, Bus Driver	May 2013 completed
Food Services	SBEC Domain Competency 03 #22 – Food Services	Interview the district/school food services manager to discuss the current requirements, concerns, and issues of the program	Food Services Director	May 2013 completed
Personnel Procedures	SBEC Domain Competency 03 #23 – Personnel Procedures	With the permission of administration, participate in an interview for a professional position.	Principal, Asst. Superintendent, Sped Director	May 2013 completed
Supervision of the Budget	SBEC Domain Competency 03 #24 – Supervision of the Budget	Complete a requisition for a service or supply item from a budgeted account. A copy of the requisition and a brief description of the path it follows for approval to be included.	Sped Director, Accounts office	May 2013
Community/Public Relations	SBEC Domain Competency 04 #25 – Community/Public Relations	Interview one or more persons involved in district/school public relations (include strategies for effective communication to and from the community and the issues of community politics).	Community Relations Office	May 2013 completed
Parent Involvement	SBEC Domain Competency 04 #26 – Parent Involvement	Write a short proposal for increasing or improving parent involvement and attitude toward the school.	Intern	May 2013 completed
Climate for Cultural Diversity	SBEC Domain Competency 04 #27 – Climate for Cultural Diversity	Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.	School LRC	May 2013 completed
Community/Business Involvement and Partnerships	SBEC Domain Competency 04 #28 – Community/Business Involvement and Partnerships	Compile a list of social agencies that are available to help and support the students, faculty and administration.	Intern	May 2013 completed
Position Goals and Requirements	SBEC Domain Competency 05 #29 – Position Goals and Requirements	Obtain a copy of the job description and evaluation instrument used for the position of study. Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation	Sped Director, Principal	May 2013 completed
Philosophy/History of Education	SBEC Domain Competency 05 #30 – Philosophy of Education	Find a retired educator or elderly community member, and conduct an interview, focusing on the oral history of the community and school system.	Retired Educator, Intern	May 2013 completed
Ethics	SBEC Domain Competency 05 #31 – Ethics	Provide evidence which demonstrates that you actually do what you tell others to do (example: if you ask others to monitor and adjust their performances, show how you do this).	Intern	May 2013 completed
Interpersonal Relationships	SBEC Domain Competency 05 #32 – Interpersonal Relationships	Choose two to four interpersonal skills that you wish to develop throughout the school year (choices: avoids interrupting while others are speaking, accepts criticism, when leading meetings – encourages others to participate, shares responsibilities).	Intern	May 2013
School Board Policy and Procedures/State and Federal Law	SBEC Domain Competency 06 #33 – School Board Policy and Procedures/State and Federal Law	Interview a board member or central office person experienced in the school bond process (interview should include planning, public relations, and legal requirements).	School Board Member, Superintendent	May 2013 completed
Federal Programs Administration	SBEC Domain Competency 06 #34 – Federal Programs Administration	Attend one special education meeting involving initial placement or annual review.	Sped Teacher, Diagnostician, Sped Director, ARD committee	May 2013 completed
Issue and Conflict Resolution	SBEC Domain Competency 06 #35 – Issue and Conflict Resolution	Choose a current issue at your district/school. Find at least 2 persons on either side of the issue. Meet with the chosen persons to ascertain goals for each side. Ensure that each side understands the goals of the other side. Develop a list of concerns that each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concerns.	Intern	May 2013
Current Issue Affecting Teaching and Learning	SBEC Domain Competency 06 #36 – Current Issue Affecting Teaching and Learning	Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list. Assess the degree of importance and urgency for each issue	Intern Administrators, Teachers, Parents	May 2013 completed
Professional Affiliations and Resources	SBEC Domain Competency 06 #37 – Professional Affiliations and Resources	Visit the website of the NASSP and compile a list of all services and information available to the principal. Consider joining the relevant association, and begin reading periodicals and keeping up with the advances and concerns of principals across the nation.	Intern	May 2013 completed
Professional Library	SBEC Domain Competency 06 #38 – Professional Library	Compile a list of books, publications, training manuals, and district or state publications used or recommended for the position of study.	Intern	May 2013 completed